Improving Sleep Quality During the Transition to College

提高大学过渡期间的睡眠质量

• 批准号: 10444767
• 负责人: JULIENNE E BOWER
• 金额: $ 67.02万
• 依托单位: UNIVERSITY OF CALIFORNIA LOS ANGELES
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-05-20 至 2027-02-28
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10444767
• 关键词: Acute; Address; Adult; Affect; Age-Years; Anxiety; Attention; Awareness; Biological; Chronic; Clinical; Cognitive Therapy; Crowding; Development; Distress; Education; Effectiveness; Effectiveness of Interventions; Ethnic Origin; Exhibits; Feeling; Genomics; Health; Health Campaign; Individual; Inflammation; Inflammatory; Intervention; Lead; Loneliness; Measures; Mental Depression; Mental Health; Motivation; Outcome; Patient Self-Report; Personal Satisfaction; Physical Function; Population; Population Heterogeneity; Positioning Attribute; Process; Public Health; Public Health Education; Publishing; Randomized Controlled Trials; Reporting; Research; Sleep; Sleep disturbances; Sleeplessness; Standardization; Students; Techniques; Testing; Time; Universities; Variant; Youth; actigraphy; aging population; anxiety symptoms; arm; associated symptom; base; clinically significant; cognitive function; college; depressive symptoms; effectiveness testing; efficacy testing; efficacy validation; emotional functioning; improved; inflammatory marker; intervention effect; mindfulness; mindfulness intervention; modifiable behavior; physical conditioning; poor sleep; post intervention; prevent; primary outcome; programs; psychosocial; psychosocial adjustment; residence; response; secondary outcome; sex; sleep difficulty; sleep health; sleep quality; social; success; university student

Project Summary Sleep disruption during college presents a significant public health concern, with studies documenting clinically-significant sleep disruption in 40-60% of college students. Poor sleep contributes to rising anxiety, depression, and loneliness as well as declining positive affect, motivation, and sense of purpose faced by many students as they attempt to navigate a successful path through college. Disrupted sleep also negatively impacts physical health, in part through upregulating inflammatory processes that can have acute and more chronic effects on mental and physical health. In response, many colleges and universities have embarked on efforts to improve the sleep hygiene of their students. The challenge is to identify programs that can simultaneously improve sleep, be delivered at scale, and be easily completed by students. Mindfulness-based interventions (MBIs), including a six-week Mindful Awareness Practices (MAPs) intervention developed by our group, have been shown to improve sleep quality and associated psychosocial and biological outcomes among adults. MBIs are well-positioned between interventions targeting clinical insomnia (e.g., CBT-I) and mass-delivered sleep education programs, the latter of which have been rolled-out by many universities despite evidence of limited effectiveness. Only four published RCTs, however, have tested the effect of MBIs among college students and none targeted sleep as a primary outcome. To address this important public health problem, we propose to conduct a randomized controlled trial (RCT) of 240 first-year college students at a four-year university that serves an ethnically and economically diverse student population. Our two-arm, parallel group RCT will test the efficacy of the validated, group- based, six-week MAPs intervention vs. sleep education, an active time and attention matched control condition, for students who report poor sleep at this critical transition year. Effects will be assessed at post- intervention and at 3-, 9-, and 12-month follow-ups to assess persistence. Our project brings together a diverse team with expertise in sleep, mindfulness-based interventions, and youth development to pursue four aims: (1) determine effects of MAPs vs. sleep education on subjective and objective markers of sleep; (2) evaluate effects of MAPs vs. sleep education on negative and positive psychosocial symptoms associated with sleep disruption; (3) determine effects of MAPs vs. sleep education on inflammatory processes associated with sleep disruption and relevant for long-term health; and (4) explore potential sex and ethnic variations in intervention effects.

项目概要 大学期间的睡眠中断是一个重大的公共卫生问题，研究记录 40-60% 的大学生出现临床上显着的睡眠中断。睡眠不好会导致焦虑加剧， 抑郁、孤独以及积极情绪、动力和使命感下降 许多学生试图在大学中找到一条成功的道路。睡眠中断也会带来负面影响 影响身体健康，部分是通过上调炎症过程，从而导致急性和更严重的症状 对精神和身体健康的慢性影响。 为此，许多学院和大学已开始努力改善学生的睡眠卫生。 学生。面临的挑战是确定可以同时改善睡眠、大规模实施、 并且学生可以轻松完成。基于正念的干预措施 (MBI)，包括为期六周的正念干预 我们小组开发的意识实践 (MAP) 干预措施已被证明可以改善睡眠质量 以及成年人相关的心理社会和生物学结果。 MBI 处于有利位置 针对临床失眠的干预措施（例如 CBT-I）和大规模提供的睡眠教育计划，后者 尽管有证据表明效果有限，但许多大学已经推出了这些措施。只有四个 然而，已发表的随机对照试验测试了 MBI 对大学生的影响，但没有一项试验以睡眠为目标 主要结果。 为了解决这一重要的公共卫生问题，我们建议进行一项随机对照试验 （随机对照试验）对一所四年制大学的 240 名一年级大学生进行了研究，该大学在种族和经济上服务于 多样化的学生群体。我们的双臂平行组随机对照试验将测试经过验证的组的有效性 基于六周的 MAP 干预与睡眠教育、活动时间和注意力匹配控制 对于在这个关键的过渡年报告睡眠不佳的学生来说。效果将在事后评估 干预以及 3、9 和 12 个月的随访以评估持久性。我们的项目汇集了多元化的 拥有睡眠、正念干预和青少年发展方面专业知识的团队，致力于实现四个目标：(1) 确定 MAP 与睡眠教育对睡眠主观和客观指标的影响； (2)评价 MAP 与睡眠教育对与睡眠相关的消极和积极心理社会症状的影响 破坏； (3) 确定 MAP 与睡眠教育对与睡眠相关的炎症过程的影响 破坏并与长期健康相关； (4) 探索干预中潜在的性别和种族差异 影响。